Developing Cultural Capital

A blog from Ms Baxter about the importance of developing cultural capital through the curriculum and some of the work taking place in MFL.

‘The guest said the building was like the Mary Celeste when she arrived’

‘The school was accused of having an Orwellian approach to CCTV’

Do you understand these references? If you do, that’s down to your cultural capital.

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“Keeping it Simple” is more important than ever!

A blog from Katy Scott and Phil Griffiths about the importance of keeping the message simple when learning remotely.

In January I wrote a blog post all about the simplicity of the message. In the months that have followed we have experienced a seismic shift in everything we do both in and out of the classroom. I find myself writing this ‘electronically’, ‘remotely’ in ‘unprecedented’ times.

One point that stands out when I read my January blog post back is this; ‘With all that teaching and learning noise out there we need to keep things simple.’

After some of my early Zoom lessons, I reflected on how much I seemed to be talking, how I was gesticulating wildly at the screen and how I seemed to overly use stock phrases that made me cringe when I looked back. I don’t think I was keeping it simple for my pupils. Continue Reading

Learning in Lockdown pt5

In this series of blogs, colleagues from across the school will share their experiences of teaching remotely. I’ve asked them to consider the challenges they have faced and to reflect on some of the strategies they have used. The idea is to share some good ideas and provide some reassurance by recognising common struggles. Today I’ll share contributions from teachers in Computing and MFL.

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Learning in Lockdown pt4

In this series of blogs, colleagues from across the school will share their experiences of teaching remotely. I’ve asked them to consider the challenges they have faced and to reflect on some of the strategies they have used. The idea is to share some good ideas and provide some reassurance by recognising common struggles. Today I’ll share contributions from teachers in History, and Maths.

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Learning in Lockdown pt3

In this series of blogs, colleagues from across the school will share their experiences of teaching remotely. I’ve asked them to consider the challenges they have faced and to reflect on some of the strategies they have used. The idea is to share some good ideas and provide some reassurance by recognising common struggles. Today I’ll share a contributions from Religious Studies and Business. Continue Reading

Learning in Lockdown pt 2

In this series of blogs, colleagues from across the school will share their experiences of teaching remotely. I’ve asked them to consider the challenges they have faced and to reflect on some of the strategies they have used. The idea is to share some good ideas and provide some reassurance by recognising common struggles. Today I’ll share contributions from teachers in PE and Geography.

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Learning in Lockdown pt 1

In this series of blogs, colleagues from across the school will share their experiences of teaching remotely. I’ve asked them to consider the challenges they have faced and to reflect on some of the strategies they have used. The idea is to share some good ideas and provide some reassurance by recognising common struggles. Today I’ll share contributions from teachers in Drama, Biology and Maths: look out for more posts every day this week!

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Responsive Teaching

Thinking about the best way of feeding back to pupils remotely, I am reminded of Dylan William’s suggestion that formative assessment would have been better off being called ‘responsive teaching’. As teachers we are often trying to stretch feedback to fit various purposes, but surely the primary function should be to provide the teacher with information so that they can respond through their teaching. Continue Reading

Whole-Class Feedback: What does it look like? Pt 2

Part 2 of 2 from Mrs Martin on Whole-Class Feedback. If you haven’t read the first part of this blog then you can access it here

Feedback doesn’t have to take the form of a set proforma for every task. The right approach for the work you have set must come from responding to the outcomes. Working remotely is definitely different, but in many ways the process of how we respond to learning (or misunderstanding!) should remain the same.

This second blog aims to look at some other methods that might be more appropriate to different circumstances, and different contexts:

  • Whole Class Feedback Proformas
  • Annotated Examples- Pupils’ work
  • Teacher modelling or Providing Correct Answers
  • Strategies for Sixth Form

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Whole-Class Feedback: What does it look like?

A blog from Mrs Martin with some more examples of whole-class feedback.

Following on from last week’s training, I wanted to share some examples that demonstrate how whole class feedback might like look in different formats. This first blog will focus on the first two categories from below:

  • Whole Class Feedback Proformas
  • Annotated Examples- Pupils work
  • Teacher modelling or Providing Correct Answers
  • Use of Auto-marking Quizzes

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